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Comparison of Educational Systems: India and the Netherlands
Graduate School of Education, University of the People
EDUC 5010: Education in Context
Dr. Mimi Teklé
September 20th, 2023
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Comparison of Educational Systems: India and the Netherlands
India and the Netherlands are both distinct in their modern educational systems due to their unique
histories, rich cultures, and differing social and political forces. Education in both countries has strong
purposes to develop high quality education and inclusivity in their schools while equipping students with
knowledge and skills essential for a constantly shifting, global stage. However, each of these is approached
differently from their curriculum, assessments, and learning theories. This essay will examine the purposes
of each of these education systems, how their approaches on curriculum, assessment, and learning theories
compare, and how I view them from an American perspective.
Purpose for Education:
India, located in South Asia, with an estimated population of 1.4 billion people (Chatterjee, 2023),
has an education system with influences from both British and native Indian traditional systems due to its
colonial past (Rothermund, 2002). British influence is still very apparent in their school system today, but
with the country’s independence, “national education” has been part of it’s reform in the later half of the
twentieth century, seeking to “revive the glorious heritage of knowledge and culture originating in India
itself”(Rothermund, 2002, p. 17). The main objectives stated by India’s Ministry of Education & National
Informatics Centre (2021) include: expanding and improving quality of educational institutions, especially
in regions with little ease of access to education; paying attention to disadvantaged groups such as people in
poverty and women; providing financial help through scholarships; and working closely with UNESCO to
encourage international educational cooperation.
The Netherlands, on the other hand, is a small northwestern country in Europe with a population of
approximately 17 million people (Netherlands Population 2023, 2023). Ranked as the “third-most educated
county in the world” (Van Mameren, 2023, para. 11), the Dutch education system started off with heavy
Protestant influences during the “Golden Age” in the 16th and 17th centuries when the country was
experiencing significant economic, cultural, and scientific growth (Grever, 2019). The country introduced a
national education system in the 19th century and has since evolved and adapted to societal changes with
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various reforms in the 20th and 21st centuries (Team MRM, 2023). The Netherlands Ministry of
Education’s mission is to “ensure a knowledgeable, skilled and cultured country” (Ministerie van
Onderwijs, Cultuur en Wetenschap, 2023, para. 2). The Ministry works to ensure that everyone gets a good
education, is prepared for personal responsibility, and has opportunities to experience culture, and to
support their teachers in their professional work (Ministerie van Onderwijs, Cultuur en Wetenschap, 2023).
Curriculum and Specializations:
The National Council for Educational Research and Training in India prepares a National
Curriculum Framework for the 28 states in the country (Sasi Kumar, 2011). Sasi Kumar (2011), describes
that students learn a common curriculum which is standardized across states, with the exception of regional
languages from primary to end of high school. Students are expected to learn three languages, Hindu,
English, and their regional language. Specializations typically begin at the university level, but some are
available at the higher secondary level.
The Dutch system has a very diversified curriculum, where families have many choices on where to
send their students based on their educational philosophies, for example Montessori schools, Dalton
schools, and Waldorf schools all have unique curricula they offer (Van Memeren, 2023). Despite the
different schools and philosophies they each have, the Netherlands tends to focus on practical hands-on
learning. This is especially evident in their secondary programs where specialization starts early on. With
three levels of high school education, students have a choice in specializing in VMBO - vocational
education, HAVO - general secondary education followed by University Applied Sciences, or VWO pre-university education (Van Memeren, 2023).
Assessment:
Assessment is another critical factor when examining two different education systems. In India,
students’ progression to higher education levels is determined by standardized board examinations,
especially at grades 10 and 12 (Abu Dhabi Government, n.d.). These exams include “The All India
Secondary Examination” conducted in 10th grade and the “Higher Secondary Certification Examination” in
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order to graduate 12th grade. Students are held back if they do not get passing marks on their standardized
exams (“The Indian Education System: An Overview,” 2017).
In contrast to the heavily standardized emphasis on assessments in India, Dutch education puts a
greater focus on continuous assessment during the school year through projects and presentations. In
primary years, students take a test called the “leerlingvolg-systeem”to monitor progress so teachers can
identify learning difficulties at an early age (Van Mameren, 2023). The Netherlands does not have direct
consequences for failing tests, as opposed to India, where students must repeat a grade based on the
outcome of a test. Van Mameren (2023) explains that tests are often used to measure the quality of
teaching and results are shared with parents but not always the children to alleviate competition based
on test outcomes.
Approach to Learning:
A third factor that is important to analyze when comparing educational systems is their overall
approach to learning and the learning theories practiced. In connection to the heavy emphasis on high stake
tests and academic scores, the educational system in India traditionally uses rote learning, where students
memorize information through regular repetition (Sharma, 2020). According to Sharma (2020), this
emphasis on learning is due to the outcome of British Imperialism to “maximize [the British] profit, they
created such an education system so that they can train Indians to submit to their authority” (para. 7).
However, due to recent reforms, such as the National Education Policy of 2020, there has been an
encouraging shift towards a more holistic and skill oriented approach to learning.
The Dutch system puts more emphasis on the holistic, skill-oriented approach that India is working
to move towards. Inclusive education has a large emphasis on the learning approach, which calls for a
positive school climate and for social and cultural diversity to be celebrated (Van Leeuwen et al., n.d.). The
Dutch approach to learning encourages students to think independently and engage in active learning to
promote belonging and stimulate active citizenship (Van Leeuwen et al., n.d.).
Conclusion:
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Reflecting on both education systems, it is apparent that each country has a purpose to support their
students through quality education and build their knowledge and skills to effectively work in the ever
changing global landscape. I prefer the Dutch system as it aligns with my values as an educator. I
appreciate that the Dutch place more of an emphasis in their curriculum, assessments, and learning
approach around a constructivist model. They see students as social individuals who are able to construct
their own meaning of the world around them through hands-on, practical experiences and opportunities.
With less emphasis on high-stakes tests, and more emphasis on continual growth and progress in learning,
the Dutch create a more positive and cohesive educational culture where students are in school to learn and
exercise their curiosity about the world around them, rather than focusing on memorizing material on tests
to advance. When education is approached from a more holistic manner, students foster critical thinking,
problem-solving, and creative skills that are practical for success. It is inspiring to see how Independent
India is shifting more towards this type of learning as they continue to grow outside of their colonial British
past.
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